Annual Report 2009 EPIPHANY SERVES 86 STUDENTS IN GRADES 5-8, ALL FROM ECONOMICALLY DISADVANTAGED BACKGROUNDS. MOST ARE ADMITTED BY LOTTERY, BUT WE RESERVE 20% OF OUR SPOTS FOR CHILDREN INVOLVED WITH THE MASSACHUSETTS DEPARTMENT OF CHILDREN & FAMILIES. BECAUSE OF OUR CLOSE PARTNERSHIP WITH FAMILIES, SIBLINGS ARE AUTOMATICALLY ADMITTED. WE CONTINUE TO SERVE OUR MORE THAN 150 GRADUATES THROUGH OUR GROUND-BREAKING GRADUATE SUPPORT PROGRAM. AN EPIPHANY EDUCATION IS BASED ON INDIVIDUALIZED ATTENTION AND ESSENTIAL SKILL-BUILDING, AND WE PROVIDE STUDENTS WITH FAR-REACHING WEBS OF SUPPORT. WE REQUIRE TWELVE HOUR SCHOOL DAYS, SMALL CLASSES, AND TUTORING. WE SERVE THREE MEALS DAILY, OFFER INTERSCHOLASTIC SPORTS AND FITNESS PROGRAMS, AND ENSURE STUDENTS RECEIVE IMPORTANT MEDICAL CARE. WE PROVIDE ALL GRADE LEVELS WITH HIGH- QUALITY PROGRAMMING ELEVEN MONTHS A YEAR, KEEPING STUDENTS LEARNING, ENGAGED, AND SAFE. MANY OF OUR GRADUATES REMAIN ACTIVE MEMBERS OF OUR COMMUNITY. WE DO EVERYTHING IN OUR POWER TO ENSURE THAT EACH CHILD WE SERVE SUCCEEDS IN SCHOOL AND LIFE. NEVER GIVE UP ON A CHILD. Dear Friends, 1 9 0 Every day at Epiphany offers its share of inspiration. : R A
Students develop confidence and unlock their talents. In what feels like a moment, they emerge from childhood more mature and accomplished, ready for the challenges of high school. This year’s Y N graduating class had many students who arrived at Epiphany with their share of struggles. Four years A later, however, as a result of their hard work and the support and education Epiphany provides, each H P has achieved an extraordinary amount. Collectively, they have grown into exceptional students and I P young people. (See their list of high school acceptances on page 16.) E Epiphany’s donors inspire us, too. In the midst of a global economic downturn, Epiphany’s supporters have remained clear that what we do matters, that it works, and that it changes young peoples’ lives. Thanks to your tremendous generosity, we reached ambitious fundraising goals set back in the halcyon days of early spring 2008. Moving forward, we have adopted a rigorous and conservative budgeting process but have not cut into our core program. As with our students, we know our future depends on hard work, perseverance, and the support of our friends. We thank you! This Annual Report gives you a look inside the school, and we hope it inspires you. You can learn about some of Epiphany’s gifted teachers, the curriculum they develop, and the impact their pedagogy has on our students. Our new Strategic Plan, adopted this year, focuses on sustaining our academic excellence. You will hear in this report from two amazing English teachers, one at the beginning of her career, one a seasoned professional. You’ll hear from our Science and Math Department Heads, as well as students they serve. You’ll read about the Boys’ Club and why one of our young teachers felt called to form it. You’ll see, too, photos of our softball team and gain a sense of why the many extra- curricular activities we offer are so important to students. Our new email posts, ‘Always Learning,” focus on Schoolhouse life, written by students and faculty. Please let us know if you want to receive them. Last but not least, you will meet in this report three Epiphany graduates, now college graduates, who returned to Epiphany this fall as Intern Teachers – a remarkable moment in the school’s history. We feel blessed – and tremendously inspired. Sincerely,
J O H N F I N L E Y, H E A D O F S C H O O L C H E R Y L A L E X A N D E R , B O A R D P R E S I D E N T
P.S. Please be sure to see our “thank you” inside the back cover to the many individuals and organizations who have given so much, most of it pro bono, to make possible this beautiful report. 2 9 0 : R A
Y N A H P I P E The principal goal of Epiphany’s Science 3 Department is to develop thoughtful, curious 9 students who will be life-long learners able to use 0 : the scientific method. The curriculum is designed R A to give students a solid foundation of content knowledge supplemented by extensive hands-on Y N activities and demonstrations. We seek to educate A the whole child and work to develop the critical H P thinking and reflective skills necessary to make I P connections between each student’s learning and E the world around them. We are fortunate to have incredible support from donors. Cabot Corporate Foundation’s long-standing support of Epiphany’s Science program in particular has enabled us to develop strong and effective curriculum. We are blessed, too, with amazing students. Their curiosity and hard work motivate us to focus constantly on ways to strengthen what and how we teach. F R A N K P E N N E Y M A S T E R T E A C H E R , C H A I R O F S C I E N C E D E P A R T M E N T k
I always looked forward to lab classes in Science. I loved trying new experiments. Science was definitely challenging for me. My teachers, Mr. Bonner and Mr. Penney, made it fun and encouraged me not to give up even when I was discouraged. I don’t know how to repay Epiphany for being such a great school and helping me grow so much. I simply love Epiphany and will never forget the opportunities I got here! M E N A L I S A M E N D E S ’ 0 9 l ST. ANDREW’S SCHOOL (RI) ’13
In 8th grade, we studied the basic premises of physical science, learning about atoms, energy, elements, power, pH levels, and the three states of matter. For my Science Fair project, I tested whether or not pH levels affect the growth of plants and, if so, how. I won second place at Epiphany’s Science Fair and first place in a Regional Fair against other independent schools. Mr. Penney explains topics thoroughly and wants us all to try hard. He pushed me to do thoughtful work. All of Epiphany’s teachers do! The school is like a second home to me because I have built good relationships with my peers and teachers. What I’ve learned here will always stay with me. N G O C V U ’ 0 9 k NOBLE & GREENOUGH SCHOOL ’13 4 Black male youth in our society too often fail to understand the difference between the 9
0 stereotypical black male and a real black man. :
R Many feel disenfranchised, lost before they make A
an honest effort to use their God-given talents. Y They automatically assume the role of underdog N
A because they can’t relate to any success stories H besides rappers, athletes or worse. Many boys P I lack the discipline, knowledge, and resources to P
E discover their innate strengths. I know because I grew up on the east side of Detroit. I am proud of my background, but too many of my peers didn’t develop productive skills until adulthood, if then. They needed outside support. So do Epiphany students. That’s why I helped create Boys’ Group. Too many of our young men are infatuated with being a “hustler” – not realizing every man in this world hustles to succeed. Hustling doesn’t mean being dishonest to get an advantage. It means working hard. It means rising to the occasion despite competition and pressure. The goal of Boys’ Group is to help Epiphany boys do away with stereotypes that hold them back. I want them to know that young black men need not be confined to one way of thinking and living. The group’s focus is not about using the gym for basketball on Saturday. It’s not about staying in our comfort zones. It’s about asking students to work together to tackle new experiences so that they can develop new interests, opportunities, and skills. It’s about boys creating strong bonds with each other and adult mentors. These experiences will, I believe, promote an openness and confidence that keep our boys from feeling disenfranchised. They will be able to focus more on achievement. Our boys will learn the truth: each has gifts to offer the world. A R T U R O F O R R E S T 4 T H Y E A R I N T E R N T E A C H E R k
I wanted to learn in Boys Group how to become a man. The teachers are mature and want us to see them as leaders, and I do. Being around them, I picked up skills and habits that helped me earn two important school awards. This wouldn’t have been possible without Boys Group. I hope Boys Group continues, and I hope that every boy gets out of it what I have – which is to become a more mature young man. D A R I U S S I M M O N S ’ 1 0 l At first, Boys Group was hard. I was used to playing at my grandmother’s on Saturdays. But I learned that my homework comes first, and then I can play. Next year, I want to help the 5th and 6th graders learn how to face challenges. S Z A LY K L I M ’ 1 0 l [OPPOSITE PAGE] 5 9 0 : R A
Y N A H P I P E 6 9 0 : R A
Y N A H P I P E I arrived at Epiphany in 2006 after 39 years 7 teaching in the Somerville Public Schools. 9
Technically, it was time to retire, but I was ready 0 : for a new adventure. My goals have been to R A develop more challenging curriculum, bring all students to grade level or above, and introduce Y N
Algebra I. We’ve made remarkable progress. A The math curriculum for all grades is stronger H P and does a better job of teaching essential skills. I P
We’ve deepened our teaching staff and focus E more on problem solving. The kids are working hard. Results of the May 2009 Stanford 10 math test indicate that each of Epiphany’s four grades has a median score above grade level. They also show 70% of Epiphany students scoring at or above grade level and 22% at a post-high school level. This is great news, but I won’t be satisfied until every student is above grade level. Last year, we introduced an Honors Algebra I class for eighth graders. This group worked incredibly hard and, by year’s end, finished all 773 pages in the book – a first for me in 42 years of teaching! The intensive work these students did in all their classes helped them gain admission to some of the area’s best secondary schools. Many played a part in their achievements – from teachers to volunteers to donors. We can all be proud and grateful. V I N C A M E L I O M A S T E R T E A C H E R C H A I R O F M AT H D E P A R T M E N T k
I was intimidated for my first class with Mr. Camelio because I had never seen him smile. I learned quickly, though, that he is animated and always bright and smiling for math. Mr. Camelio teaches efficiently and effectively. He always went beyond the text, teaching us some Algebra 2 and other concepts to make our future math learning easier. I understood Algebra so well I never even took notes. I look forward to applying everything I learned next year in my Geometry class at Nobles. O M A R A U G U S T I N ’ 0 9 k NOBLE & GREENOUGH SCHOOL ’13 In 5th grade, I wasn’t very good at math, but now I love it. Much of this is due to Mr. Camelio. He explains everything so clearly. Every day, I looked forward to class because I knew I would understand it all, and I grew confident I could solve any problem he threw us. Mr. Camelio made us laugh, too, with his jokes and riddles. Even if we heard them a million times, it was still funny. Now math is one of my strongest subjects. P A T R I C I A R O S A ’ 0 9 J O H N D . O ’ B R Y A N T S C H O O L O F M AT H & S C I E N C E ’ 1 3 8 Epiphany has been a central part of my life since I first entered as sixth grader in September 1998, 9
0 the school’s first year. The teachers at Epiphany :
R have always been there for me, whether I needed A
advice on classes to take, a place to hang out, Y or wanted help getting work done during school N
A breaks. Because of the impact Epiphany has H had on my life, I have chosen to come back as P I an Intern Teacher. I want to be a role model for P
E the students, especially as I come from the same place as them. It’s important they understand that education is the key to success. S I D N E Y B A P T I S TA I N T E R N T E A C H E R l UMASS AMHERST ’09
Having good role models and people to look up to is essential for children. When I was at Epiphany, the teachers were like my aunts and uncles, and I still view them that way. Epiphany is like family because everyone spends so much time together and learns from one another. As a student at Epiphany, I experienced so many new things I never imagined I would. With every experience, whether good or bad, the teachers and students support you. I am looking forward to being a teacher at Epiphany and using what I learned as an Education major at Wheelock. I want my students to develop strong and productive learning strategies and life skills. I know I will learn as much at Epiphany as an adult as I did as a child. I’m looking forward to the challenges before me. A M E L I A W O O D L E Y I N TE RN T E ACH ERl WHEELOCK COLLEGE ’09
his year for the first time Epiphany has molded me into the man I am TEpiphany graduates return today. They have taken me on mountain hikes, paid for SAT Prep classes, and helped me find as Intern Teachers. All three summer jobs. Most important, Epiphany helped just graduated from college. me get an education. I came back to Epiphany to While eager to make their mark be a role model for students, many of whom face some of the same situations I’ve overcome. There on the world and earn a living, are many things that I want to teach my students, their first priority was to serve but the most important is that they know if they push themselves, they can succeed. Education is as role models and teachers for one of the keys to life and, as long as my students those beginning the path they are educated, they can be whoever they want to have traveled. We have said to be. My hope is that, if they see a success story in one of their teachers, it will motivate them to try ourselves many times that we hard in school and life. will know Epiphany works if our E U R I D I O E Y O R A I N T E R N T E A C H E R l graduates return to teach. We are SALEM STATE COLLEGE ‘09 blessed that these three amazing individuals have chosen to return. 9 9 0 : R A
Y N A H P I P E 10 I love Epiphany’s rich English curriculum, I love teaching it, and most of all I love watching the 9
0 children dig into it and grow enormously as :
R students. The curriculum is challenging and A
inspiring, and gives students essential tools to Y be successful learners. Goals of the curriculum N
A include developing strong reading and writing H skills, sharp critical thinking skills, and the ability P I to understand themselves and others more fully P
E through the novels they read. English students at Epiphany develop a love of literature, even the ones who begin as “reluctant readers.” When students see what can be accomplished with hard work and daily practice, they get hooked on success. Their progress in reading and writing is amazing. From September to May, many move up at least two or three grade levels in reading and language skills. By the end of each year, every student in the school has created his or her own writing portfolio of narrative, descriptive, expository, and persuasive writing – an ambitious undertaking. When students graduate, along with diplomas, they take with them their portfolios, filled with four years of writing! I don’t know of an English curriculum anywhere that does a more outstanding job of challenging, nurturing, and inspiring student opportunities. C A R O L I N E A B E R N E T H Y k M A S T E R T E A C H E R
Epiphany students often enter in the fifth grade hesitant, insecure, and defensive. Many times, they are two or three years behind in basic reading and writing skills. They might never have experienced success in school and, in defense, have learned to shut down, protest, or give up. At Epiphany, however, with scaffolding and in small steps, they accumulate a series of successes that build confidence. They learn how to sound out words and look up definitions, how to chart a character’s development and identify the climax in a novel. They memorize and apply grammar rules and gain confidence as their writing improves. They learn that all questions are welcome. Under Frannie Armstrong’s leadership, Epiphany’s English Department has created an excellent curriculum with correspondingly strong assessments. Our goals are to nurture in students a love for reading and writing while moving each ahead at least one or two grade levels per year. In fifth grade, we teach students how to understand and think about what they read. Writing focuses on perfecting the art of the sentence. By eighth grade, students are analyzing complex texts and writing well-crafted five paragraph essays. The final product each year is a portfolio containing between 10-12 pieces each student edits until they are “publish-worthy.” Over four years, Epiphany students become empowered by the skills and knowledge they acquire. They learn that they possess bright, curious, and sharp minds capable of clever and deep thinking. Above all, they learn to take the risks necessary to continue growing as students and human beings. S U S A N F I E L D S M A S T E R T E A C H E R l 11 9 0 : R A
Y N A H P I P E 12 9 0 : R A
Y N A H P I P E e work to educate and 13 9
develop the whole child. We 0
W : offer a strong academic program, R A
but we also provide students Y N
access to a wide range of health A H
and social services and a full array P I of extracurricular activities. Our P E athletic programming ensures students daily exercise whatever the weather. In addition to taking physical education classes, boys and girls play soccer, basketball, baseball, softball, skating, and swimming. Students learn about teamwork, good sportsmanship, and goal setting. They have fun. Our goal is to provide physical activity that makes them more fit today while contributing to their lifelong health. Softball at Epiphany is my favorite sport of all time. I look forward to it all year. I’ve learned sportsmanship and how to be part of a team. My teammates and I encourage each other and are so close. It’s fun! K I M B E R LY R I V I E R A ’ 0 9 k COMMONWEALTH SCHOOL ’13 14 9 0 : R A
Y N A H P I P E
T U C S O N , A Z H A R T F O R D , C T N E W H A V E N , C T K I N G S T O N , N Y A C K W O R T H , G A T O L E D O , O H L A W R E N C E , M A P I T T S B U R G H , P A N O R T H A M P T O N , M A P H I L A D E L P H I A , P A H A R L E M , N Y M E M P H I S , T N 15 9 0 : R A
Y N A H P I P E
piphany’s success has Einspired educators across the nation to open schools based on our unique model, adapting our mission and programming to a variety of settings. 16 HIGH SCHOOL & COLLEGE MATRICULATION 9 0
: piphany’s Class of 2009 graduated in June R A Eand is now matriculating at an impressive Y
N list of schools. These schools awarded the class A
H $1.3 million in total scholarship aid for the next P I
P four years. Thirteen students are attending E independent schools, and two attend a public exam school. Four students will board. We are proud of their accomplishments, and we will continue working with them through our Graduate Support Program, offering services and advice throughout their educational careers. C BEACON ACADEMY (2)
BOSTON TRINITY ACADEMY OLLE COMMONWEALTH SCHOOL JOHN D. O’BRYANT SCHOOL OF MATH AND SCIENCE (2) NOBLE AND GREENOUGH SCHOOL (2) ST. ANDREW’S SCHOOL, RI (2) HOOL
ST. MARK’S SCHOOL G Students from Epiphany’s Class of ST. SEBASTIAN’S SCHOOL 2005 were accepted by a number THAYER ACADEMY E of colleges and universities, including the following.
THE NEWMAN SCHOOL (2) SC ANDREW’S UNIVERSITY H BECKER COLLEGE (2)
G "2!.$%)3 5.)6%23)49 s DREW UNIVERSITY EMMANUEL COLLEGE (2) HI FAIRFIELD COLLEGE &)3(%2 #/,,%'%s -!33!#(53%443 "!9 #/--5.)49 #/,,%'%s MERRIMACK COLLEGE -/2!6)!. #/,,%'%s NICHOLS COLLEGE PACE UNIVERSITY 0).% -!./2 #/,,%'%s 2%')3 #/,,%'% s 2/8"529 #/--5.)49 #/,,%'%s SALEM STATE COLLEGE (3) SIMMONS COLLEGE SUFFOLK UNIVERSITY (2) 45&43 5.)6%23)49s UNIVERSITY OF BRIDGEPORT 5.)6%23)49 /&